1. Topic-
|
|
|
2. Content-
|
| Base is the side of a triangle. Base is the same as length. Height
of a triangle forms a right angle with the base and extends to the
highest point of the triangle. |
| |
|
3. Goals: Aims/Outcomes-
|
1. Problem solving: Student will build new mathematical knowledge
through problem solving.
2. Geometry: Student will specify location and describe spatial relationships
using coordinate geometry and other representational systems.
3. Measurement: Student will apply appropriate techniques, tool, and
formula to determine measurements. |
| |
|
|
4. Objectives-
|
1. Student will recognize and define three different triangles.
2. Student will learn and apply the use the formula to find the area
of a triangle. |
| |
|
5. Materials and Aids-
|
| Graph paper, pencil, calculator, triangle shapes and photos, math
book, ruler. |
| |
|
6. Procedures/Methods-
|
|
A. Introduction-
| Explain that a parallelogram can be split in two triangle of equal
area. What are the three triangle names and how are they different
and similar? Why might you need to be able to figure out the area
of these triangle? What career using this information? How is it applied
to daily life? |
| |
|
|
B. Development-
| Introduce the three types of triangles; obtuse, acute, and right.
Review how to find the area of a rectangle. Use this to segue into
finding the area of a triangle. Explain the formula; Area=.5(base)(height).
Student will then work with different triangles and their measurements
in order to find the area. Discuss why knowing how to find the area
of a triangle is important. Help the student realize that a carpenter
or architect will need to know this information. |
| |
|
|
C. Practice-
| Explain to the student that she is now a carpenter. Have her go
around the classroom finding examples of the three types of triangles.
Then measure, with a ruler, each side of the triangle she found recording
her results. |
| |
|
|
D. Independent Practice-
| Scaffolded worksheet on triangles, starting from basic recall of
definitions and formulas, moving on to short answer calculations,
then word problems involving triangles, and finally practice Regents
questions involving triangles. |
| |
|
|
E. Accommodations (Differentiated Instruction)-
| 1-on-1 strategic tutoring, scaffolding, individual checks for understanding,
personalized lesson plan |
| |
|
|
F. Checking for understanding-
Self-regulation tool:
On a scale of 1(confused)-10(confident), how do you feel about being
able to find the area of a triangle yourself? Explain.
On the same 1-10 scale, please rate your confidence level on the following
as well:
1. Definitions involving triangles
2. Calculations involving triangles
3. Word problems involving triangles
4. Regents problems involving triangles |
| |
|